PROPOSAL

The Use of Some Principles of Dialogic

Education in Teaching Speaking

Rd. Karunia Swandarini

0807993

English Department Post Graduate School

Indonesia University of Education
Bandung 2009
 1 Introduction

In this part, the background of the research will be introduced as the underlining idea
which will be examined in this research.

1.1 Research Background

Dialogic education is the way how to develop democratic situation in education context
in teaching-learning acivity (Freire, 2000; Bohm, 1996; Arnett, 1992). The word dialogic in
dialogic education has meaning as the deep conversation between persons as a part of human
nature in order to gain knowledge from each other (Freire, 2000). Whereas Bohm (1996) says
dialog is an activity to share idea which nobody is trying to win. Everybody wins if anybody
wins. Whereas discussion means to break things up, emphasizes the idea of analysis where
people are batting their ideas in order to get points of themself. It can be concluded based on
those definitions dialogic is a conversation activity between persons to share and gain
knowledge they have in order to find mutual understanding of their idea or knowledge
without trying to win from others.
In this investigation the dialog refers to dialog between students and teachers in English
Foreign Language (EFL) context which emphasizes to the way a teacher develop democratic
situation based on dialogic education. Democratic situation in teaching-learning is perceived
as an important thing to achieve the aims of teaching-learning activity. The Democratic
situation may be provided in a classroom. It can be indicated by the numbers of opportunities
which is had by the students to be heard and taken seriously and to be treated respectfully and
fairly (Bailey; ...). Based on this idea, it seems that in democratic situation students are more
comfort, open and brave to present their idea to their teacher because they have chances to do
it and they are treated appropriately.
Dialogic education is perceived needed in order to put the students as the central of
teaching-learning activity. The students are not the object of teaching-learning activity
anymore, whereas the teachers are not merely the subject of the teaching-learning. As it is
known the old fashioned teacher function usually acts as vertical pattern of educators.
Vertical pattern of educator has characteristic as a person who has the authority, a decision
maker in teaching-learning activities, a person who is perceived know everything rather than
the students, a person who transfers knowledges to her students. Those functions are called as
banking education (Freire, 2000). In addition, Freire (2000) says dialog is communication in

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order to break the vertical pattern characteristics of banking education. It means that a teacher
no more takes a control anymore, or to be dominant. The students and the teacher have the
same proportion at education but still they have responsibility to achieve the goal of learning.
Further, dialog is not a kind of activity which is conducted by teacher merely, but dialog in
here is a process where a teacher and students talk, share what they know, express what they
want, and decide the goal that they try to achieve. Together they can learn something and take
part in the process (Bohm, 1996). Dialogic education is the bond between the teacher and the
students in mutual relationship where the power is not only had by the teacher but also by the
students they have the same responsibilities to succeed the activity.
Furthermore, dialogic education is also perceived as an important way to develop
students who have critical thinking abilities. To develop critical students the classroom
atmosphere should be conditioned and created in order to make students willing to expose
what they have inside their mind. One of the way to develop the good atmosphere in a
classroom there should be a mutual relationship between the teacher and the students in
communication and it is known as dialog. To make a good dialog in order to develop mutual
relationship between students and teachers several principles of dialogic education will be
explored in the next chapter.
Based on the explanations above, dialogic education is seemed aplicable for every
field of teaching-learning activity. This investigation will explore several principles of
dialogic education which are perceived applicable in teaching speaking English in EFL
context. In teaching speaking there is a challenge for both students and teachers to succeed
the activity. The challenge for teachers is to developed students critical thinking through their
speaking ability whereas for students is to expose their idea and their critical thinking through
their speaking ability.
As it has been mentioned above, dialog can create good relationships between the
teacher and the students. Dialog is the heart of communication and the essence of dialog is
the word (Freire, 2000). Communication cannot work well if there is no dialog between
participants in this case the participants are teachers and students. Dialog can be proceed if
the words produced by students and teachers are understood by both of them. To develop
understanding between students and teachers in speaking class students are taught how to use
the word in order to communicate. Thus, it can be seen that there is a relation between dialog
and teaching speaking.

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 Through dialog a teacher invites her students by proposing several actual themes or
topics to her students to be learned together whereas the students after choosing the theme or
topics that they are interested in can explore their curiosity and express their thought. Then,
through dialog between the students and the teacher in learning process, it is hoped the
students can expose what is on their mind and expose as well as explore their critical thinking
through their speaking.
Based on the explanations above, the researcher wants to make a case that several
principles of dialog education which is proposed by Freire (2000) can be used in teaching
speaking English in EFL-context. This research is considered to the nature of dialog that
invites democratic teaching which allows freedom situation to the students to create and to
construct, to wonder and to venture and it requires students be active and responsible (Freire,
2000). Then this situation becomes the one of specific characteristics for dialogic education.
After the situation is developed, the students are hoped able to communicate their idea or
critical thinking through their speaking.

1.2. The Purpose of the Study

Based on the research background, this study has the purpose to explore several
principles of dialogic education which are perceived able to help the teacher to develop her
students to speak English in EFL-context more critically. The principles will be searched and
explored carefully considering to EFL-context in the classroom.

1.3. Research Question

From the introduction and the purpose of the study there are two research questions in
this study:
a. How dialogic education principles be used by a teacher in teaching speaking English
in EFL-context?
b. What benefits and challenges may the teacher find in implementing dialogic
education?

1.4. The Scope of the Study

The scope of the study is to explore and elaborate the dialogic education. Several
principles of dialogic education will be searched and selected considering to EFL-context in
Indoneisa.

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1.5. The Significance of the Study
This investigation is hoped to contribute to teachers in teaching speaking in dialogic
education perspective. Besides that, the result of the investigation is hoped to inform the
readers who want to know the way teaching speaking English under dialogical education
principles.

1.6. Definition of Key Terms

In this investigation there are some key terms which should be explained in order to
avoid the ambiguities and clarify the terms clearly.
Pedagogy : The art or science to be a teacher, and the way to conduct teaching activities
as well as the methods, strategies and approaches
(http://en.wikipedia.org/wiki/Pedagogy; Dictionary.com Unabridged;
Encyclopedia Britannica Online).

In this study, pedagogy is defined as activities which relate to conduct

teaching learning. The activities here is the activities such as choosing
methods, strategies and approaches which are believed can contribute the
process so that the aim of the teaching learning process can be achieved.
Critical Pedagogy : The movement in education which proposes the students’ freedom under
democratic situation and invites students’ critical consciousness in learning
activities. It criticizes the teaching concept which emphasizes teacher as an
active agent the one who knows whereas students as passive recipients of
the teacher’s knowledge (Freire, 1998; Giroux, online; Shor, online;
http://mingo.infoscience. uiowa.edu/~stevens/critped/definitions.htm).

In this study, critical pedagogy is a critic which is attempted to the way a

teacher teaching her students by giving suggestion dialogic education as an
invitation to build democratic teaching, where the students can give more
contribution in learning process through their critical consciousness.
Dialogical method : The method to learning abandons the lecture format and the banking
approach to education in favor of dialogue and open communication among
students and teachers. According to Paulo Freire, in this method, all teach
and all learn. The dialogical method contrasts with the anti-dialogical

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 method, which positions the teacher as the transmitter of knowledge, a
hierarchical framework that leads to domination and oppression through the
silencing of students' knowledge and experiences
(http://mingo.infoscience.uiowa.edu /~stevens/critped/terms.htm).
Dialogic : the dialog between a teacher and her students in classroom activity. dialog is
education communication in order to break the vertical pattern characteristics of
banking education (Freire, 2000). It means that a teacher no more takes a
control anymore, or to be dominant. The students and the teacher have the
same proportion at education but still they have responsible to achieve the
goal of learning. dialog is not a kind of activity which is stated by teacher,
but dialog in here is a process where a teacher and students talk, share what
they know, express what they want, and decide the goal that they try to
achieve. Together they can learn something and take part in the process
(Bohm, 1996).

2. Literature Review

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 This part will elaborate the theory of dialogic education and the principles of dialogic
education which are proposed by Freire. The definition of dialogic education has been
introduced and described in chapter one.

2.1 Critical Pedagogy

Critical pedagogy which has been defined on chapter one is the foundation theory of
dialogic education. The purpose of dialogic education is to develop democratic situation in
teaching learning activity, it also has been mentioned in chapter one. Democratic situation is
developed in order to invite critical thinking of students. One of the aims of critical pedagogy
is to develop students’ critical thinking. Teaching to be critic means the students are taught
how to think very deeply, to learn something widely, to conclude something sharply and
accurately. Furthermore, in critical thinking, the students are also taught to be deeper
knowing of something by critizing, elaborating and digging intellectualy everything which is
considered have beneficial to them. Being critic will be never end for students if the teaching-
learning process is perceived succeed. To understand the meaning of critical thinking, here is
the definition of critical thinking.
“Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its
exemplary form, it is based on universal intellectual values that transcend subject matter divisions:
clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and
fairness.” (http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm).

Critical pedagogy is the movement in education which criticizes the previous

pedagogy. Freire (2000) criticizes previous pedagogy as narrative education. Narrative
education emphasizes teacher as an active agent the one who knows whereas students as
passive recipients of the teacher’s knowledge. (Freire, 1998; Giroux, online; Shor, online;
http://mingo.infoscience. uiowa.edu/~stevens/critped/definitions.htm). Narrative education
put teachers as the banker who deposits knowledge; transfer it without giving a chance to
students to choice what they want to do or need. So, no wonder if the students feel like a big
empty reservoir which should be filled by teachers and do not know what to do because
probably they think teachers know the best things for them.
According to Shor (on line) and Freire (2000) critical pedagogy is a student centered
pedagogy that has certain values such as democratic, dialogic, interdisciplinary, it is active
also di ssocializing. It moves away from the dominate teacher centered learning. Students are

6
encouraged to be critical agents of their own education. Democratic and dialogic mean
students are allowed to pose their idea without judging them; teachers give them choices, so
they can choose what they want to learn
Their idea about democratic teaching can be adapted to teaching speaking. In
speaking class, democracy teaching seems inviting students awareness and critical, thus they
can speak free.
But of course, to create the democratic situation there should be a good atmosphere in
order to bridge between the students and the teacher. Then, dialog which has been mentioned
in chapter one perceived can be the bridge for them.

2.2 Dialogic Education

To create students who have critical thinking, a teacher should provide democratic
situation which has been mentioned in chapter one. Moreover, to succes in creating the
situation and to reduce the power of teacher in the classroom in order to put the students
become the center of learning Freire (2000) and Bohm (1996) mentions dialog as the way
between the teacher and her students to express what they want. Dialog is communication in
order to break the vertical pattern characteristics of banking education (Freire, 2000). It
means that a teacher no more takes a control anymore, or to be dominant. The students and
the teacher have the same proportion at education but still they have responsible to achieve
the goal of learning.
Freire (2000) describes the dialog by the virtue of his opinion that is the essence of
dialog is word; within the word we find two dimension reflection and action. Dialog is the
encounter between men mediated by the world, in order to name the world. Dialog cannot
exist if there is no love for the world and for people, on the other hand dialog cannot exist
without humility. Dialog further requires an intense faith in human kind, faith in their power
to make and remake, to create and re-create. Founding itself upon love, humility, and faith,
dialog becomes a horizontal relationship of which mutual trust between the dialoguers is the
logical consequence.
From his description it can be seen the dialog is an activity which involve a teacher and
the students in friendly situation. Dialog cannot be presented if there is no love, humility and
faith between the teacher and students. Those feelings can be emerged if respect and
understanding exist between them where there is no dominant person who dominates one to
other. Mutual dialog can be developed if consciousness, relation, existence and interaction

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are had by the participants (Freire, 2000; Bohm, 1996). Consciousness stimulates students’
curiosity which can lead them to elaborate knowledge without feeling being pushed by their
teacher. Good relation and having feeling existence can develop good interaction between
students and their teacher as well as interaction among the students.
Based on illustration above, it can be assumed that dialogic education is the dialog
between a teacher and her students in classroom activity in order to develop democratic
education. A teacher no more takes a control anymore, or to be dominant. The students and
the teacher have the same proportion at education but still they have responsible to achieve
the goal of learning. Dialog is not a kind of activity which is authorized only by teacher, but
dialog in here is a process where a teacher and students talk, share what they know, express
what they want, and decide the goal that they try to achieve. Together they can learn
something and take part in the process (Bohm, 1996).

2.3 Principles of Dialogic Education

Although Freire puts the concept of dialog from his point of view, but there is no clear
method that guide a teacher in order to provide dialog in her class. Dialogical method consists
of several principles:
1. Consciousness (Conscientização). Consciousness (Conscientização) is the
understanding of phenomenon or a problem which leads to apprehend its causal
links. The more accurately people grasp true causality, the more critical their
understanding of reality will be, (Freire, 1998). It can start from the curiosity which
engaged with concretness then they can stimulate the consciousness that leads to
understanding of pehenomenon. The concept of consciousness which always
submits that causality to analysis , is known as critical consciousness (Freire, 1998).
Pinto cited in Freire (1998) says “Critical consciousness represents things, and fact
as they exist empiricaly, in their causal and circumsatntial correlations ... naїve
consciousness considers itself superior to facts in control of facts, and thus free to
understand them ass it pleases.” In this study, the consciousness should be arisen
between the teacher and the students. Conscioussness invites relational experience
on the level of existence and of interactions. In order to finiteness, which implies a
process, a claim for education, it is necessary that the being involved becomes
aware of it (Freire, 2000).

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2. Dialogism (Communicative beyond the words). Dialogism is a dialogic relationship
between the teacher and the students. Then dialogic relationship is defined as
communication and intercommunication among active subjects who are immune to
the bureaucratization of their minds and open discovery and to knowing more
(Freire, 1998). On the dialog, should be full of curiousity and unrest as well as full
of mutual respect between the dialoging subject (Freire, 1998; Bohm 1998). Dialog
is the heart of communicaton and the essence of dialog is the word and on the
dialog the teacher and the students become jointly responsible for a process in
which all grow.
3. Equality. In this study, equal means the equality between the teacher and the
students in gaining knowledge. The teacher is longer merely the-one-who-teaches,
but one who is himself taught in dialog with the students who in turn while being
taught also teach (Freire, 1998) In dialog, people teach eachother considering to
probability that students have their knowledge that probably the teacher has not
known and the teacher has his knowledge that probably students have not known.
So, they share what they know in order to achieve their goal of learning proceess.
On dialogic education the equivalance bounds the teacher and the students in
mutual relationship where the power is not had by the teacher only but also had by
the students (Freire, 2003; Bohm, 1996) in reaching their aim.
4. Teacher’s authority. Though dialogic education give authority to students,but it
does not mean that dialog between teachers and students place them on the same
footing profesionally. Teacher and students are not identical, the freedom situation
which is arisen not only retain their identity but actively defend it (Freire, 2000).
This decription explaines in dialogic education, the teacher’s role cannot be
diminished. In this case the authority and directives roles of the teacher still exist.
Directive role of the teacher will be applied when the teacher does explicit teaching.
Moreover, the directive role in this study will also be applied the concept of
appreticeship.
5. Seriousness and happiness. In order to create mutual dialog, democratic situation
should be built. Democratic situation needs freedom among the participants. To
create the freedom situation, we should do everything to ensure an atmosphere in
the classroom where teaching, learning, and studying are serious acts, but also ones
that generate happiness (Freire, 1998) To make the students happy, feel likes home

9
 should be created (Macedo, 1998; Giroux, 1997). In creating feel like home,
dialogic educator who in conducting a course, adopts a relationship with the
subject, with the content, of which she or he is treating, that is one of profound,
affectionate, almost loving respect. Democratic educators can only see the acts of
teaching, of learning, of studying as serious, demanding tasks that not only generate
satisfaction but are pleasurable in and of themselves (Freire, 1998). So in making
student feel like home, the students’ questions should be answere to satisfy the
students. The answered given by the students should be appreciated. The freedom to
pose the idea, to talk, to comment, is provide withouot giving judgment or
prejudice. In order to encourage the student to speak freely, they are allowed to use
their native language. According to (Giroux,1997; Freire, 1998) in EFL context, to
help the students to speak critically and fruitful, they are allowed to use their own
language.
6. Content. There is no education practice without content, as object of cognition,
content must be delivered up to cognitive curiosity of teachers and pupils (Freire,
1998). In order to awake the consciousness, a current authentic material should be
chosen. The current material will give current issue which is perceived able to
invite many ideas or arguments from the students thenit should be dialogical,
affording the opportunity both to discover and to stimulate people’s awareness. It is
hoped that this current authentic material can be used a scaffolding for students to
get involve in speaking area, which becomes the main issue this research. The
argumentative texts or discourse is considered as a appropriate material in teaching
speaking because it fulfill the requirements of the authentic material which will be
given to the students.
7. Rigor, democracy and directive. Though the dialogic education proposes the
freedom to students but the term of freedom refers to freedom to create and to
construcr, to wonder and to ventur. Such freedom requires that the individual be
active and responsible (Freire, 2000). There is no value free in dialogic education
though it seems invite liberalisation in term of freedom. The hard work and
serioussness are still needed and demanded. So it means in dialogic education
students should be made aware of the necessity of hard work and rigor. Shore and
Freire cited in Emilia (2005) say, “knowing is something demanding many things,
which makes you tired, in spite of being happy. In this wordthough the learning

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 process or the knowing should be in democratic situation and created in feeling like
home, but hard work and rigor should not be avoided.
Those principles in dialogic education will be applied in English as Foreign Language
context and investigated as well as elaborated deeper. The result of investigation will be
provided in chapter four of this research.

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 3. Research Methodology

In this chapter, the method, the participants, data collection and analysis will be
explained in order to inform how the investigation will be done.

3.1 The Method

Case study is the method in conducting this research. The considerations of choosing
case study as a research method are first, the context of the research. The research is a context
research which the result cannot be generalized. It is not necessarily identical to naturalistic
enquiry and can be used as a valuable preliminary study (Burns, 1995:312-313). The first
reason is in line with the definition which is defined by Punch (cited in Silverman, 2005:126)
as follows
“The basic idea is that one case (or perhaps a small number of cases) will be studied
in detail, using whatever methods seem appropriate. While there may be a variety of
specific purposes and research questions, the general objectives are to develop as full
an understanding of that case as possible.”

Second, because the research is not wide and involves limited participants so it is
needed deeper investigation and elaboration in order to get appropriate result. So, it refers to
the collection and presentation of detailed information about a particular participant or small
group, frequently including the accounts of subjects themselves.
(http://writing.colostate.edu/guides/research/casestudy /pop2a.cfm).
So based on the reasons, case study is perceived as an appropriate research method
which is relevant to the investigation in term of the context of investigation. The relevance
comes from the consideration that this study will investigate the way dialogic education
principals are used in teaching speaking in the EFL context. The researcher can choose the
number of participants who will be involved, the method and the strategy which will be used
without eliminate the essence of immersion aspect. To have the valid data for investigation
the researcher will do as teacher as researcher. This strategy is designed by considering the
possibility stance of case study for participant observation which allows teacher to be a
researcher (Cohen & Manion, 1994:110; Burn, 1995:320).

3.2 The Participants

This study will involve senior high school students from grade eleven who become
volunteer participants in this research. Before the investigation is held, the clarifying the

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purpose of the program to the students is announced so that they can understand the
beneficial of the investigation which is expected for both the teacher and them. Forty
eleventh grade students are chosen under consideration that the authentic material which will
be given is the material for the eleventh grade.

3.3 Data Collection

The study will use several principles of dialogic education in teaching speaking in
EFL context. In order to get the valid data every aspect which influence the students-teacher
in the process should be examined carefully. Under these reasons, the types of data which
should be collected are description of behavior, event, appearance, talk and visual record
thus, the data will be collected through observation and interview.

3.3.1 Observation
Observation here is the observation during the learning process, it will take around six
weeks in teaching argumentative speaking class. One learning activity will take around ninety
minutes and be recorded through video recorder. There are forty students of eleventh grade
who become the volunteer participants. After the learning process, the students will be asked
to write the students’ log which contain of what their feeling, expectation, advice, and critic
during the class.

3.3.1 Interview
Interview will take place after the investigation will be end. There are four main
criteria which will be questioned to them. They are their feeling, expectation, advice and
critic. Each criteria will have around five up to ten questions. The numbers of interviewee is
only twelve students, from upper, middle and lower students. After that the focus group
interview will be taken place in order to recheck the data.

3.4 Data Analysis

The data collected will be analyzed through interpreting transcription. The data will
be generated to categories and themes before coding it. After that they will be described.
Moreover, in order to check the validity and reliability of case study researcher can prolong
the processes of data gathering on site by employing the process of "Triangulation": Use a
variety of data sources as opposed to relying solely upon one avenue of observation. Conduct

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member checks: talk to your subjects. Collect referential materials: Complement the file of
materials from the actual site with additional document support. Engage in Peer Consultation:
Prior to composing the final draft of the report, researchers should consult with colleagues in
order to establish validity through pooled judgment.
http://writing.colostate.edu/guides/research/casestudy/ pop2a.cfm.

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